Early Childhood A Guide to Early Childhood Program Development State of Connecticut State Board of Education 2007 CONNECTICUT STATE DEPARTMENT OF EDUCATION Mark K McQuillan Commissioner of Education George A Coleman Deputy Commissioner of Education Division of Teaching and Learning Programs and Services George P Dowaliby Interim Associate Commissioner Bureau of Early Childhood, Career and Adult Education Paul F Flinter Bureau Chief Early Childhood Programs and Instruction Unit Deborah Adams Yemi Onibokum Gerri Rowell Joyce Staples Maria Synodi Office of Communications Donald G Goranson, Jr., Editor Janet Montague, Desktop Publisher Andrea Wadowski, Graphic Designer A GUIDE TO EARLY CHILDHOOD PROGRAM DEVELOPMENT ii CONTENTS Acknowledgments – vi Foreword – vii Introduction –viii Chapter 1: Professional Roots And Current Research – OUR PROFESSIONAL ROOTS – Current Research – Chapter 2: Curriculum – CURRICULUM PLANNING – HOW PLAY CONTRIBUTES TO DEVELOPMENT – 10 TYPES OF PLAY – 12 THE PROJECT APPROACH FRAMEWORK – 13 TEACHER BEHAVIORS – 15 TEACHER STRATEGIES – 16 CURRICULUM PLANNING – 17 PLAY-BASED LEARNING CENTERS – 20 THEMATIC/PROJECT APPROACH – 21 TEACHER BEST PRACTICES – 22 ADMINISTRATOR BEST PRACTICES – 23 EARLY CHILDHOOD CURRICULUM MODELS – 23 Chapter 3: Decisions About Practice: Environment, Scheduling, Materials And Climate – 33 MAKING DECISIONS – 34 PLANNING QUESTIONS – 34 INDOOR ENVIRONMENT – 34 Children’s Interests And Cultures – 34 Climate And Comfort – 34 Curriculum Focus And Content – 36 Safety And Accessibility – 36 Independence And Movement – 36 OUTDOOR ENVIRONMENT – 36 LIST OF SUGGESTED MATERIALS AND SUPPLIES – 37 TIME: SCHEDULING THE DAY – 40 Sample Schedule: Full Day – 40 Sample Schedule: Half Day – 40 BEST PRACTICES: SCHEDULING – 40 ESTABLISHING A POSITIVE CLASSROOM ENVIRONMENT – 41 MAKING THE MOST OF CIRCLE TIME – 42 Suggested Circle Time Procedure – 42 Tips For Successful Circle Time – 43 (continued) iii Chapter 4: Assessment – 45 TYPES OF TEST INSTRUMENTS – 47 ASSESSMENT IN EARLY CHILDHOOD EDUCATION – 47 CONNECTICUT’S PRESCHOOL ASSESSMENT FRAMEWORK – 47 PRINCIPLES OF ASSESSMENT FOR YOUNG CHILDREN – 47 INFORMAL ASSESSMENT STRATEGIES – 49 BEST PRACTICES – 52 OBSERVING, RECORDING AND REFLECTING – 53 ADDRESSING DEVELOPMENTAL CONCERNS – 55 TYPICAL CLASSROOM CONCERNS AND SUGGESTED TOOLS – 56 EVENT SAMPLING – 59 PROBLEM-SOLVING APPROACH – 61 PORTFOLIO COLLECTION TIME LINE – 62 DESCRIPTIVE WORDS FOR RECORDING OBSERVABLE BEHAVIORS – 63 REFLECTIVE QUESTIONS – 64 Chapter 5: Language And Literacy Development – 69 DEVELOPING LITERACY SKILLS – 71 LANGUAGE DEVELOPMENT – 73 COMPREHENSION AND APPRECIATION OF STORIES – 75 CONCEPTS ABOUT PRINT AND WORD AWARENESS – 76 LETTERS OF THE ALPHABET – 77 PHONEMIC AWARENESS – 78 ENGLISH LANGUAGE LEARNERS – 79 LANGUAGE AND LITERACY PLAN – 80 Chapter 6: Mathematics – 83 CURRICULUM DEVELOPMENT – 85 PROCESS STANDARDS – 86 CONTENT STANDARDS – 87 BEST PRACTICES – 93 EXAMPLES OF PLANNING – 94 Chapter 7: Science – 97 CURRICULUM DEVELOPMENT – 99 DEVELOPING CURIOSITY – 99 DEVELOPING INQUIRY – 100 MAKING CONNECTIONS – 102 SAMPLE CURRICULUM – 102 (continued) iv Chapter 8: Technology – 109 IMPLEMENTING TECHNOLOGY – 111 The Computer Center – 111 Educational Software – 112 BEST PRACTICES – 112 MATCHING TECHNOLOGY TOOLS, SKILLS AND CONCEPTS – 113 SOFTWARE EXAMPLES – 113 Chapter 9: Aesthetic And Physical Development – 117 AESTHETIC AND PHYSICAL DOMAINS – 119 CREATIVE DRAMATICS – 121 MUSIC – 121 VISUAL ARTS – 123 PHYSICAL DEVELOPMENT – 125 MOVEMENT – 126 Chapter 10: Social-Emotional Competence And Family Relations – 129 FOUNDATION FOR LEARNING – 131 SOCIAL-EMOTIONAL DEVELOPMENT – 131 PROBLEM-SOLVING SKILLS – 133 SUGGESTED SENTENCE STARTERS FOR GUIDING BEHAVIORS – 134 RESPONSES TO AVOID WHEN GUIDING BEHAVIORS – 135 SOCIAL-EMOTIONAL DEVELOPMENT IN A GROUP SETTING – 136 SOCIAL-EMOTIONAL DEVELOPMENT IN THE FAMILY – 137 FAMILY RELATIONS – 137 Chapter 11: Nutrition And Health – 145 NUTRITION GOALS – 147 DEVELOPMENTAL APPROPRIATENESS – 148 INVOLVING CHILDREN – 149 SIX BEST PRACTICES – 149  ACKNOWLEDGMENTS This Guide to Early Childhood Program Development has become a reality through the hard work, dedication and guidance of many individuals whose contributions and efforts are greatly appreciated Without the help and thoughtful contributions of these outstanding educators and administrators, this guide would not have been possible Thanks are extended to the major authors and to others who contributed significantly to the writing of this guide: Theresa C Lawrence, Shirley Moone Childs, Susan S Fiore, Yemi Onibokun, Maria Synodi, Paul F Flinter, George A Coleman and Gerri S Rowell Sincere gratitude is offered to Donald G Goranson, Jr., who improved the document through his fine editorial abilities and collaboration A special thanks for the incredible contributions over time that so many in the early childhood field have given This is truly their document vi FOREWORD Each year Connecticut’s families enroll excited children in early childhood programs to embark on a wonderful learning opportunity Recent compelling research about how preschoolers learn has led educators to recognize how influential quality instruction can affect children’s development This Guide to Early Childhood Program Development has been developed to help stimulate this dynamic and essential experience for children A number of basic learning tenets provide the central focus of this guide • All children are capable of learning • Children learn best through methods and in environments that respect their individual development and personal interests • The process of learning is dynamic and its outcomes are integrated into the lives of the young learner • The innate desire to learn can be heightened by caring and sensitive adults in the lives of children • Children who enjoy school are more likely to attain the skills and knowledge appropriate for their ages and developmental levels This guide is intended to bring useful information to those who are charged with creating developmentally appropriate programs in all settings It encourages teachers and curriculum specialists to create programs that model the enthusiasm young children have for learning It will be an invaluable resource to all who are responsible for the education of young children Content has been aligned with A Superior Education for Connecticut’s 21st Century Learners, the Connecticut State Board of Education’s 2006 – 2011 Comprehensive Plan High-quality preschool education for all students is one of these priorities identified by the Board The importance of high-quality early childhood education to later school success has never been more clear Our challenge has been to remove the barrier of access to preschool and to institute a system of quality preschool education and services that support success in preschool and the subsequent primary grades I am confident that the creativity and commitment of Connecticut teachers, administrators and parents will ensure the best possible early childhood programs for all the young children of our state Mark K McQuillan Commissioner of Education vii INTRODUCTION This Guide to Early Childhood Program Development is meant to serve as a tool for developing high-quality early childhood programs Along with a brief review of the relevant research, each chapter of the guide provides guidance in the process of curriculum development, suggestions for appropriate and engaging content in key subject areas, ideas for successful teaching strategies, examples of appropriate contexts for learning and suggested best practices Each chapter is designed to stand on its own as a resource to help overcome challenges that arise, or for use as a training tool Examples in the guide are intended to make performance standards found in Connecticut’s Preschool Curriculum Framework (1999) come alive and help teachers plan with the standards in mind The guide pulls materials from the best research and resources available and paints a strong, clear vision for excellence for the early education of Connecticut’s children Experience, Culture And Responsive Adults Early childhood educators have always relied upon their knowledge of child development and maturational theories More recently, it has become equally important to understand the vital roles that experience, culture and responsive adults play in the emergence in children of skills and abilities in each developmental domain In the last 30 years numerous studies have demonstrated that children are more able to learn and develop lasting relationships when they have learning experiences with individuals who are knowledgeable and responsive to their individual capacities Vygotsky (1978) describes how children’s problem-solving abilities can be strengthened when they are guided through tasks under adult supervision Gobbo and Chi (1986) demonstrate that when teachers provide children with knowledge in a content area or about a specific topic, the children are better able to use this new information, act on it and continue in the learning process Such research shows how capable children are of learning a great deal when they are in environments that provide stimulating experiences and responsive adults to support their development Responsive adults influence not only cognitive learning, but also children’s social-emotional competence (peer relations and teacher/child relations) Howe and Smith (1995) have written about how children who are emotionally secure in their relationships with their teachers will use this base to explore the classroom, engage in pretend play, anticipate learning and promote their own self-regulation behaviors and peer relations The importance of children’s cultural knowledge has become a major theme in the study of children’s learning Because culture supports children’s thinking, the activities, toys, materials and social events introduced to children in their home environments shape their thought processes and performances Culturally competent teachers can better prepare environments for learning, choose materials, and plan experiences that are respectful, stimulating and valuable for all Developmental continuums and profiles are excellent tools for planning curriculum and experiences that fit children’s developmental strengths and abilities Numerous profiles are available to early childhood professionals Each program should use the tool preferred by teachers and staff members Presenting characteristics of children’s growth, development and learning profiles suggest some predictable ways that young children interact with and make sense of their world Although children follow predictable patterns of development, the rate, pace and actual manifestation are unique to each child Ages and stages information are guidelines, not fixed facts Research continues to reveal new information regarding children’s responsiveness to environments and adult behaviors viii Nutrition And Health Chapter 11 HELPFUL TERMS Dietary Guidelines for Americans The Dietary Guidelines for Americans (2005) provide general diet and lifestyle recommendations for healthy Americans ages and over (not for younger children and infants) They were developed by the U.S Departments of Agriculture and Health and Human Services, and form the basis for federal nutrition policies and programs MyPyramid MyPyramid (USDA, 2005) is a tool for implementing the Dietary Guidelines MyPyramid organizes food into five major groups (grains, vegetables, fruits, milk and meats) and provides a recommended number of daily servings It translates the Dietary Guidelines into a total diet that meets nutrient needs from food sources and aims to moderate or limit dietary components often consumed in excess 146 Nutrition And Health Chapter 11 Nutrition Goals Nutrition education is an essential component of early childhood education because nutrition influences how well children grow, develop and learn Early childhood settings present ideal opportunities for teaching children about food, nutrition and lifelong habits for good health Nutrition education from an early age can help children learn to make healthy food choices, resulting in: • consumption of a balanced diet; • achievement of optimal growth and intellectual development; • increased physical performance; • maintenance of healthy weight; and • decreased risk of nutrition-related diseases Connecticut’s Preschool Curriculum Framework (1999) recommends that all children practice appropriate eating habits by the end of preschool To accomplish this goal, classroom experiences should ensure that preschool children recognize and eat a variety of nutritious foods Early childhood teachers will encourage healthy lifestyles by helping children learn the skills for healthy eating, providing opportunities to practice these skills, and by making nutrition fun Effective nutrition education has the following characteristics for curriculum and content areas Curriculum: • connects ideas and information to prior knowledge; • ensures that the child is actively involved in the experience and not just a bystander; and • uses ideas that spring from the child’s questions (More information on appropriate curriculum planning can be found in Chapter 2.) Developing a plan for nutrition education is key to success This plan should include opportunities for children to gain the knowledge and skills necessary to make appropriate food choices It is most effective when the plan is the shared responsibility of all preschool staff members, teachers, administrators and food service personnel This plan should: • introduce children to new food and eating experiences; • provide food- and health-related learning activities that can be connected to experiences the child has at home; and • encourage children to talk with their families about their food experiences in childcare For preschoolers, nutrition education can be organized around three basic nutrition concepts: food keeps me healthy, food gives me energy and food helps me grow Nutrition activities should be based on these concepts and provide concrete experiences such as exposure to new healthy foods and building skills in choosing healthy foods The ultimate goal is behavioral Preschoolers can easily begin to understand basic health concepts But while children may know that fruits and vegetables make them healthy, they must actually eat fruits and vegetables to obtain health benefits Nutrition education should reflect a variety of cultural and ethnic foods and practices, including everyday customs, traditions and celebrations Serving dishes from different cultures broadens children’s food experiences and helps teach children about new foods Children are more likely to relate to the concepts being taught when food experiences include familiar foods and customs Preschool nutrition education activities should be designed to achieve the following outcomes for young children: Educational/Attitudinal • Tries new foods • Enjoys a variety of healthy foods • Enjoys active play Content: • teaches children the relationship between food and health; • helps children understand their growing bodies and how to take care of themselves through healthy behaviors; • exposes children to a variety of learning experiences about where food comes from and how it can be prepared; and • helps children develop sound attitudes and knowledge about food, nutrition and health Behavioral 147 • Gradually increases variety of foods eaten • Eats healthy foods • Participates in active play (continued on page 148) Nutrition And Health Chapter 11 Health DEVELOPMENTAL APPROPRIATENESS • Improves motor skills, coordination and muscle tone • Grows and develops at an appropriate rate • Maintains good health From Bright Futures In Practice: Nutrition, by Story, Holt and Stofka Used with permission from National Center for Education in Maternal and Child Health and Georgetown University, 2002 Nutrition education experiences should be fun, taking into consideration children’s developmental abilities in motor and language skills Children reach predictable milestones throughout their early development These milestones can help teachers plan experiences that meet children’s needs and stimulate learning in all developmental areas The following chart highlights specific milestones and characteristic behaviors related to food and nutrition activities Developmental Milestones Related To Food And Nutrition 3- to 4-Year-Olds • Eat without help Prefer eating finger foods Drink from cup (Note: spills are normal.) • Select foods from limited choices • Begin to share and take turns • Help other children in need, e.g., passing food at mealtime • Explore and experiment with new ways to things • Play is dramatic, solitary and models grown-up activities (play house, grocery shopping) • Describe color, shape and texture of food, if present • Imitate adults and other children, e.g., mealtime behavior • Name, identify and sort foods • Learn by doing; need concrete experiences; understand only what they can see, smell, taste and touch or • Hesitate to try new foods • Verbalize food preferences • Eat independently with some help • Easily distracted in groups • Ask adults for more helpings of food and drink when desired 4- to 5-Year-Olds • • • • • • • • • • • • Eat with less mess and spills Use fork and spoon Manipulate packages and containers Use self-help skills to take care of needs Describe color, shape and texture of food in greater detail Speak clearly and express themselves to others about experiences, interests and needs Learn by doing and applying new information to new experiences Follow more complex directions, e.g., cooking activities Begin to experiment with new foods Take more than they can eat Initiate new food selections Require less help at the table Eat more comfortably in groups Able to concentrate Use fork and spoon Pour own juice Adapted from: Tickle Your Appetite: Team Nutrition’s Education Kit for Child Care United States Department of Agriculture, 1998 148 Nutrition And Health Chapter 11 INVOLVING CHILDREN Children are much more likely to try something new if they have been involved in the preparation process Cooking activities are invaluable to the learning process because they encourage children to taste new foods and promote independence in eating Preparing food gives children: • experience with sharing as they take turns; • creative outlets – changing flour and other ingredients into raw dough, then into a cookie or muffin that can be decorated; • self-esteem – a sense of accomplishment when a project is completed and there is something to show for it; • fine- and gross-motor skills – rolling bread dough, mashing fruit, scrubbing, tearing, breaking and snapping vegetables, etc.; • knowledge about safety – injury prevention, food safety and sanitation; • knowledge about parts of plants – stems, skins, seeds, etc.; • knowledge about science – how plants, animals and people grow; • knowledge about math – counting, measuring, etc.; and • knowledge about language and literacy – describing characteristics of fruits and vegetables, reading stories about food, etc learn more and gain more satisfaction from doing something themselves than from producing a perfect end product To ensure learning and fun, food preparation activities must be well planned and match children’s abilities and interests Recipes should be pre-tested; all necessary food and equipment should be assembled; an appropriate time frame should be determined; and safety must be considered Younger children can scrub, wrap, pour and mix, while older children can measure, cut, grind or beat For example, a 2-year-old can scrub potatoes and tear lettuce while a 4-year-old can shuck corn, roll dough or cut bananas with a plastic knife Everyone can work together, but the more difficult tasks should be given to children with the strongest finemotor skills SIX BEST PRACTICES Nutrition activities should promote positive attitudes about good nutrition and health, provide fun learning experiences, and offer opportunities for putting knowledge into action Meals and snacks provide opportunities to integrate learning by connecting the classroom to meals served, and opportunities for handson practice of food and nutrition principles learned in the classroom Teachers should incorporate the following strategies, which will be described in detail on subsequent pages: Adapted from Making Food Healthy & Safe for Children: How to Meet the National Health and Safety Performance Standards – Guidelines for Out-ofHome Child Care Programs National Center for Education in Maternal and Child Health, 1997 Food preparation is better suited to small groups of children rather than an entire class Teachers should keep in mind that the process is more important than the product While adult supervision is required, children 149 Focus on developmentally appropriate out-comes; Provide hands-on sensory experiences; Integrate nutrition into existing curriculums; Create a learning environment that promotes nutrition; Promote physical activity; and Engage families in healthy nutrition and physical activity practices Nutrition And Health Chapter 11 Focus On Developmentally Appropriate Outcomes Instructional Strategies Suggested Experiences Discuss properties of food (taste, smell, textures, colors, shapes) during mealtime and curricular activities • Eat with the children, pointing out different characteristics of foods Encourage children to describe their food and to talk about what they like best and why Help children learn about healthy food choices by using MyPyramid • Use the terms everyday foods (e.g., fruits, vegetables, grains, milk) and sometimes foods (e.g., cake, candy, cookies), rather than “good” or “bad” foods Hands-on activities and real foods should be used as much as possible Encourage children to try new foods (Take note of children’s food allergies and diet-related issues.) • Have food-tasting parties to introduce new foods in conjunction with nutrition education activities • Be a good role model Children are more likely to try new foods that they see adults eating and enjoying If a food is rejected, avoid making an issue of it Simply serve it again later The more familiar it is, the more easily children will accept it Involve children in food preparation • Have children choose, wash, prepare and serve food Children learn more, and are more likely to taste something new, if they are involved in preparation Helping to prepare foods also can teach other skills like counting, measuring, sorting and following directions • Try “cup cooking” or “baggie cooking,” a fun way for children to make their own snacks, e.g., apple salad or vegetable salad 150 Nutrition And Health Chapter 11 Provide Hands-On Sensory Experiences Instructional Strategies Suggested Experiences Young children learn best through hands-on sensory experiences—tasting, smelling, feeling, seeing and hearing Provide hands-on experiences that help children learn about foods using their five senses • • • • • • • • • • • • Have a tasting party Let children choose foods to cook based on shape or color Help children compare the taste and texture of raw and cooked fruits or vegetables Have children break, snap, tear or chew foods and listen to the sounds Have children close their eyes and identify foods by smell, sound or feel Have children close their eyes and guess what made the sound – biting an apple, pouring milk Have children reach into a “mystery bag” to feel foods of different sizes, shapes and textures Have them describe what they feel, and identify the food Ask children to identify foods by smell Foods that are easier to identify include onions, garlic or citrus fruit, such as oranges or lemons Take field trips to the local grocery store, fish market, bakery or nearby farm to see items before they reach the table Sprout seeds or grow vegetables in the classroom Identify parts of a fruit, e.g., skin, rind, meat, seeds Section fruits, count the parts, and discuss concepts of whole and part Teach about size, smell, shape, color and growth as children “explore a potato.” (Sources: National Center for Education in Maternal and Child Health, 1997; American Dietetic Association, 1999.) Coordinate nutrition education activities with the preschool food service program • • 151 Take children on a “field trip” of the kitchen to learn about preparing healthy meals Incorporate multicultural learning experiences with the menu, e.g., children are learning about a country, and ethnic foods are featured on the preschool menus Nutrition And Health Chapter 11 Integrate Nutrition Into Existing Curriculums Instructional Strategies Suggested Experiences Integrate nutrition throughout the preschool curriculum to provide children with daily exposure to nutrition concepts and messages For example, these suggested experiences show how the important nutrition message, Eat five servings of fruits and vegetables a day for good health, can easily be integrated into various subject areas to reinforce the important concepts • Language and Literacy Development – Read books with fruit and vegetable themes, such as Eating the Alphabet: Fruits and Vegetables from A to Z, or Oliver’s Vegetables Discuss the colors, shapes, textures and tastes of the different types of fruits and vegetables featured in these books • Music – Sing songs that involve fruits and vegetables, such as “I like to Eat Apples and Bananas,” or make up your own words to familiar children’s tunes Songs can be sung during any activity, such as cooking with the kids, working on arts and crafts projects, or washing hands before meals • Mathematics – Have children track how many servings of fruits and vegetables they eat for two days by placing stickers on a class chart Count the number of fruits and vegetables Have children determine which fruits and vegetables are eaten most often • Science – Plant bean seeds in a shallow pan Tape a number to a penny and place over each seed Ask children, “What you think might happen? Why you think that?” (Sources: Ehlert, 1989; Hall, 1983; Palmer and Edmonds, 1993) Create A Learning Environment That Promotes Nutrition Consider all the ways in which young children learn about food and nutrition: through the physical environment (play areas, toys, books, games, etc.); adult role modeling; the preschool menu (breakfast, lunch and snack); and food served for holidays, parties and other celebrations Teachers should integrate all of these as they plan nutrition education Meals and snacks provide opportunities for hands-on practice of food and nutrition concepts learned in the classroom and make a statement about what is appropriate to eat Foods served for meals and snacks, at parties and on holidays, and foods entering the program from home, all provide nutrition messages These choices can either broaden or limit children’s choices about foods and healthy eating At a minimum, all meals and snacks should meet the requirements of the U.S Department of Agriculture’s Child and Adult Care Food Program (CACFP) and follow the Dietary Guidelines for Americans (USDA, 2005) Because children learn not only from teachers and books, but also from their experiences at meals, snacks and parties, early childhood programs should have policies regarding food that is offered to children in the preschool environment These policies should follow the Dietary Guidelines for Americans (USDA, 2005), and encourage children to eat foods of high-nutrient density (containing a variety of vitamins, minerals and other nutrients) that encompasses a variety of choices from MyPyramid (USDA, 2005) The following guidelines should be considered: 152 • restrict foods of minimal nutritional value, such as candy, gum and soft drinks; • limit foods high in sugar, such as highly presweetened cereals; • limit foods high in fat, saturated fat and sodium, such as cakes, cookies, doughnuts, chips and processed foods; Nutrition And Health Chapter 11 • increase intake of foods high in fiber, such as vegetables, fruits and whole-grain products; • increase intake of foods and beverages that are good calcium sources; and • serve 100 percent juices instead of fruit drinks, punches and lemonade Early childhood programs also should develop nonfood-related strategies to reward and discipline children Using food as a punishment (e.g., withholding dessert) or reward (e.g., handing out candy to children who well, or “bribing” children to eat vegetables to get dessert) does not help to promote healthy eating habits A child who is rewarded or punished with food may overeat or place too much importance on desserts Desserts should be served casually, as part of the meal Suggestions for nonfood rewards are found in Alternatives to Food as Reward (Connecticut State Department of Education, revised 2007) Instructional Strategies Suggested Experiences Create a physical learning environment that promotes nutrition • Read books, show videos and play games that portray healthy eating and physical activity • Include “healthy” toy foods (e.g., fruits, vegetables and grains) in kitchen and housekeeping play areas • Use pictures and posters that promote positive nutrition Reinforce nutrition concepts by modeling good eating practices in the preschool environment • Serve meals family-style, and eat with children • At mealtimes, model appropriate eating patterns and communication skills (e.g., enjoying a variety of foods, being willing to taste new foods, avoiding comments about disliked foods) • Do not use food as reward or punishment Broaden children’s food experiences by exposing them to multicultural foods • Include ethnic foods and cooking utensils (e.g., wok and rice bowls) in the kitchen play area • Create and sample ethnic foods • Read stories that include multicultural foods • Have children draw pictures of their favorite ethnic dishes Provide many healthy foods for children to taste in an enjoyable social context • Provide foods for parties, holidays and other celebrations that promote and reinforce healthy eating messages • Provide families with ideas for healthy snacks and party foods For additional information on healthy parties, holidays and celebrations, see Healthy Celebrations (Connecticut State Department of Education, revised 2007) 153 Nutrition And Health Chapter 11 Promote Physical Activity child-selected and teacher-initiated More information can be found in Chapter Young children need at least 60 minutes of physical activity daily An important part of good health, physical activity complements good nutrition practices and helps children to maintain a healthy weight Participating in healthy physical activity is one of the goals of Connecticut’s Preschool Curriculum Framework (1999) To accomplish this goal, preschool programs should provide opportunities for a wide variety of gross-motor activities that are both Engage Families In Healthy Nutrition And Physical Activity Children’s eating habits are strongly influenced by family behaviors and interactions Preschool programs can improve the success of nutrition education by actively engaging families and providing education, resources and support Instructional Strategies Suggested Experiences Help families understand general child health, nutrition, hygiene and safety • Provide basic nutrition, health and safety information in the preschool environment (e.g., posters, bulletin boards and artwork) • Send nutrition information home with children (e.g., handouts, brochures, “Dear Family” letters, articles, newsletters) • Set up a nutrition resource center with materials that families can borrow • Discuss children’s food likes, dislikes, cultural preferences, food allergies and diet-related problems as part of the enrollment process • Discuss children’s eating behaviors at both school and home Encourage family/home involvement in preschool nutrition education activities Promote family involvement in providing healthy foods at the preschool and at home • Inform families of daily nutrition education activities Suggest other simple activities that families can use at home to reinforce key messages • Ask families to share special food traditions and family recipes for a tasting party or class cooking activity • Invite families to participate in nutrition education • Display or distribute menus of meals and snacks • Provide information on the food program, including approaches to feeding children and nutrition policies • Invite parents to eat lunch with the children • Provide ideas and recipes for nutritious foods when meals, snacks or party foods are brought from home • Relate nutrition education activities to healthy recipes for families to try at home For example, send home child-friendly vegetable recipes when teaching children about vegetables • Ask parents to send in healthy recipes to compile and share with all families 154 Nutrition And Health Chapter 11 Ideal Age For Learning Good nutrition plays a significant role in maximizing each child’s potential for success Young children are at the ideal age to start learning about healthy eating, and opportunities for nutrition education and physical activity abound in the early childhood classroom By providing healthy and safe foods daily, a variety of nutrition education activities, and an environment that reinforces positive nutrition messages and active play, preschool programs can encourage young children to develop eating and physical activity habits for a lifetime of good health Position of the American Dietetic Association: Nutrition Standards for Child-Care Programs Cleveland, OH: Journal of the American Dietetic Association; 1999:981-988 Story M.; Holt K and Sofka D., eds Bright Futures in Practice: Nutrition Arlington, VA: National Center for Education in Maternal and Child Health and Georgetown University, 2002 Available at: www.brightfutures.org/nutrition/resources.html References U.S Department of Agriculture Nibbles for Health: Nutrition Newsletters for Parents of Young Children Washington, DC: U.S Department of Agriculture, 2002 Available at: www.fns.usda.gov/tn/Resources/nibbles.html Connecticut State Board of Education Connecticut’s Preschool Curriculum Framework Hartford, CT Connecticut State Board of Education, 1999 (with 2005 and 2006 reprints) www.sde.ct.gov/sde/lib/sde/PDF/DEPS/Early/Preschool_Framework.pdf U.S Department of Agriculture and U.S Department of Health and Human Services Dietary Guidelines for Americans Washington, DC: U.S Department of Agriculture and U.S Department of Health and Human Services, 2005 Available at: www.usda.gov/cnpp/ Pubs/DG2000/Index.htm Connecticut State Department of Education Alternatives to Food as Reward Hartford, CT: Connecticut State Department of Education, 2004 (revised 2007) Available at: www.sde.ct.gov/sde/cwp/view.asp?a=2626&q=320 754#Resources U.S Department of Agriculture MyPyramid Washington, DC: U.S Department of Agriculture, 2005 Available at: MyPyramid.gov Connecticut State Department of Education Healthy Celebrations Hartford, CT: Connecticut State Department of Education, 2005 (revised 2007) Available at: www.sde.ct.gov/sde/cwp/view.asp?a=2626&q=32075 4#Resources Ehlert, L Eating the Alphabet: Fruits and Vegetables from A to Z Orlando, FL: Harcourt, Brace & Co., 1989 Graves D.; Suitor C and Holt K., eds Making Food Healthy and Safe for Children: How to Meet the National Health and Safety Performance Standards – Guidelines for Out-of-Home Child Care Programs National Center for Education in Maternal and Child Health, 1997 Hall, M Take a Bite Out of Music, It’s Yummy! Westport, CT: New England Association for the Education of Young Children, 1983 Palmer, M and Edmonds, A Vegetable Magic: A Preschool and Kindergarten Nutrition Education Source Book, Revised Edition Storrs, CT: Connecticut State Department of Education, Nutrition Education and Training Program, 1993 Tickle Your Appetite: Team Nutrition’s Education Kit for Child Care Washington, DC: U.S Department of Agriculture, 1998 Resources Brieger, K Cooking Up the Pyramid: An Early Childhood Nutrition Curriculum Pine Island, NY: Clinical Nutrition Services, 1993 Eliades, D and Suitor, C Celebrating Diversity: Approaching Families Through Their Food Arlington, VA: National Center for Education in Maternal and Child Health, 1994 Exploring Foods with Young Children: A Recipe for Nutrition Education, Revised Edition Tallahassee, FL: State of Florida, Department of State, 1992 Food and Me: An Integrated Approach to Teaching Nutrition (Teacher’s Kit Pre-K and Kindergarten) Washington, DC: U.S Department of Agriculture and Scholastic, Inc., 1995 French, V Oliver’s Vegetables New York: Orchard Books, 1998 155 Nutrition And Health Chapter 11 Goodwin, M and Pollen, G Creative Food Experiences for Children, Revised Edition Washington, DC: Center for Science in the Public Interest, 1980 Hamilton, J and Duyff, R The Foods I Eat The Foods You Eat: Multicultural Nutrition Guide for Early Childhood Settings New York: Many Hands Media, 1996 Mayfield, B Kids’ Club: Cubs and the Search for the Treasures of the Pyramid Delphi, IN: Indiana WIC Program, Indiana State Department of Health, 1992 Mayfield, B Kids’ Club: Nutrition Learning Activities for Young Children Delphi, IN: Indiana WIC Program, Indiana State Department of Health, 1992 Mayfield, B Teaching for a Lifetime: Nutrition Education for Young Children Delphi, IN: Noteworthy Creations, Inc., 1994 West Virginia Department of Education Let’s Party – Party Ideas for School and Home Charleston, WV: West Virginia Department of Education, Office of Child Nutrition, 1994 Ordering information at http://wvde state.wv.us/ctrc/materials.html Resource Library The Connecticut State Department of Education’s, Bureau of Health/Nutrition, Family Services and Adult Education maintains a nutrition resource library to assist in the implementation of all nutrition education activities Resources include a wide variety of educational materials, such as curriculums, videos, books, audiovisuals, puppets and games A catalog of materials is available at http://www.sde.ct.gov/sde/cwp/view.asp?a=2626&q =320754#Resources For more information, contact the Connecticut State Department of Education, at (860) 807-2075 Patrick K.; Spear B.; Holt K and Sofka D., eds Bright Futures in Practice: Physical Activity Arlington, VA: National Center for Education in Maternal and Child Health, 2001 Available at: www.brightfutures.org/ physicalactivity/pdf/index.html 156 157 158 STATE OF CONNECTICUT M Jodi Rell, Governor STATE BOARD OF EDUCATION Allan B Taylor, Chairperson Janet M Finneran, Vice Chairperson Beverly R Bobroske Alice L Carolan Edna N Chukwurah Donald J Coolican Sloan W Danenhower Lynne S Farrell Theresa Hopkins-Staten Patricia B Luke Timothy J McDonald Valerie Lewis (ex officio) Commissioner of Higher Education Mark K McQuillan Commissioner of Education The State of Connecticut Department of Education is committed to a policy of equal opportunity/affirmative action for all qualified persons and does not discriminate in any employment practice, education program, or educational activity on the basis of race, color, national origin, sex, disability, age, religion or any other basis prohibited by Connecticut state and/or federal nondiscrimination laws Inquiries regarding the Department of Education’s nondiscrimination policies should be directed to the Affirmative Action Administrator, State of Connecticut Department of Education, 165 Capitol Avenue, Hartford, Connecticut 06106, (860) 713-6530 ... ordering pad, clip board Scarves and hats Dramatic Play Scales (balance and other types), magnifying glasses, measuring tools Rice, beans and oatmeal to vary sand play Simple machines: pulleys, gears,... choosing materials Create labels and photos to help children recognize areas and materials Rotate materials for variety and provocation of new ideas Change displays occasionally to avoid items... confirm what early childhood educators have been advocating for years Early care and education with caring adults in high-quality environments that collaborate and support parents make a difference